Description of Levels of Achievement

Transcription

1 Sample Intermediate English Language Arts Classroom Rubrics Rubrics are learning tools for students that can show where they can go and how they can grow in their thinking. They are valuable sources of formative assessment for both students and teachers in that they provide descriptions of levels of achievement. They are different from scoring guides which are created when student evaluation is required and usually include numbers or scores for various traits. Rubrics are also different from checklists which are often focused on a single task or trait and use yes/no categories rather than descriptions of performance or achievement. Checklists may or may not include numbers or scores like scoring guides. The following table describes, in general terms, what students may be doing at each level of achievement on a rubric. Each level in Meeting Outcomes subsumes the others: for example, a student at skilled exhibits behaviours and creates products within the competent level in addition to what is described as the skilled level of achievement. The labels used to describe the levels of achievement should be presented as a continuum. Some of the sample rubrics use all six levels of achievement described below; others use three and four levels. Regardless of the number of levels, it is essential that teachers and students clearly identify the expectations for meeting outcomes prior to engaging in an assigned task. The classroom rubrics provide a standard by which students and teachers can co-create task-specifi c rubrics as they engage in a variety of activities throughout the year. A provincial curriculum working group, in consultation with District personnel and the Department of Education Research and Evaluation Division, developed the rubrics for use in intermediate English language arts classrooms. Description of Levels of Achievement Mastery I can model for others. These students can show others how to do something, or their products and demonstrations can be used as examples of mastery. Meeting Outcomes Skilled Competent I can do it by myself in new situations. I can do it by myself in familiar situations. If the prompt or focus changes, skilled students can use known processes to complete the task. Students can repeat a performance or recreate a known task competently using known processes. Don t assume that because a student can create one kind of product or demonstrate a behaviour that they are able to transfer these skills into unfamiliar or new situations. Satisfactory I can do it. These students are using basic structures and processes to complete a task or create a product. They are meeting outcomes but may struggle to repeat a performance independently. Teachers will need to provide guidance and reminders about structures and processes in order for students to become competent. Not Yet Meeting Outcomes Developing Beginning I think I know what to do but I need help. I m unsure about what to do. The outcomes are within reach of these students but they are experiencing multiple challenges in the traits of the targeted strands. Teachers will need to focus their feedback on specifi c needs and manageable traits in order to help the student meet the outcomes satisfactorily. These students will need multiple experiences with model texts that present basic structures and processes. Examples need to be concrete, purposeful and relevant; specifi c examples provide building blocks to assist students in beginning to develop effective language and communication behaviours.

2 Writing Rubric This writing rubric is intended to be used in daily classroom practice by teachers and students. Wrtiting activities may include print and digital texts such as narratives, poems, screenplays, blog entries, song lyrics, essays, letters, and reviews. Mastery Skilled Competent I can model for others I can do it by myself in new situations. I can do it by myself in familiar situations. My writing is insightful and imaginative. My writing is thoughtful and creative. My writing is predictable and expected. Ideas My ideas are interesting, unique and original. My ideas are clear, interesting and relevant. My ideas are clear and relevant. Organization My ideas are uniquely structured and support my purpose and message. My ideas are well structured and connected. My ideas are structured and give the reader direction. Sentence Structure My sentences are smooth and natural. I use different sentence structures to create variety and interest. My sentences fl ow and are easy to read. I write sentences in different ways. My sentences are complete and sometimes vary in length and type. Vocabulary My words are memorable, powerful, and precise and enhance my message. I choose varied language to enhance my purpose and message. My words are clear, specifi c and contribute to my message. I choose varied language to create interest in my writing. My words are general and contribute to my message. I choose predictable language. Voice My voice is unique and affects the reader. My voice is distinct and engages the reader. My voice is present and clarifi es my purpose. Conventions My writing has a wide range of conventions to create stylistic effect/meaning. My writing has a range of conventions to contribute to stylistic effect/meaning. My writing has standard conventions to support ideas. 2

3 Satisfactory Developing Beginning I can do it. I think I know what to do but I need help. I m unsure about what to do. My writing is literal but progressing. My writing is incomplete and vague. My writing is confusing and undeveloped. Ideas My ideas follow a structure but only some ideas are connected to each other. My ideas aren t clear. My ideas aren t complete or clear. Organization My ideas are general but the reader needs more direction. My ideas aren t clearly connected so the reader gets lost sometimes. My ideas aren t connected to each other and the reader is lost. Sentence Structure My sentences are complete but are similar in length and type. My sentences are awkward and choppy. The reader can t follow what I m trying to say. My sentences aren t complete. The reader can t understand my ideas. Vocabulary My words are general and repetitive but identify my message. I use predictable language without purpose. My words don t express my message well. They are ordinary. My words are random and don t develop a message. Voice My voice is present and helps my purpose. My voice doesn t stand out. My voice is not recognizable. Conventions My writing has standard conventions but my meaning may be questionable. My writing doesn t have standard conventions and my meaning is hard to fi gure out. My writing doesn t have standard conventions and meaning is lost. 3

4 Writing Rubric Annotations The following annotations for the traits of writing are intended to guide teachers and students during conferences and mini-lessons about processes of writing and writing products. When students write they will choose from a wide range of forms to achieve different purposes for different audiences. Conferences should be individualized to meet the needs of each student. Teachers will need to focus their feedback on specifi c, attainable traits with students who are still beginning or developing as writers. 4

5 Ideas Organization Sentence Structure Vocabulary Voice Conventions Students who are successful writers are able to identify a topic or know how to develop and connect their ideas. Their message is clear ideas are on topic and relevant show imagination and ownership of ideas Students who are able to organize their thoughts use effective organization to help communicate message a structure that creates a unifi ed written product, such as an effective introduction and conclusion coherent connections between sentences and phrases When students are meeting writing outcomes, their sentences make sense overall sentences are varied in structure and fl ow Able writers choose words that are specifi c and intentionally create images for the reader(s) are effective and meaningful because they support purpose and are relevant to topic The voice of a successful writer appears as an identity that comes through the writing is present and engaging whether it is the author s, character s or speaker s voice where appropriate, evokes emotion and a connection to the reader or topic is evident Students who are meeting outcomes may produce writing that is not completely free of errors make errors in more complex or unusual language constructions Students who struggle with writing may not be able to identify a topic or know how to develop and connect their ideas. Their message is not clear ideas are not relevant to topic lack of effective structure makes ideas confusing Students who are struggling with organization in their writing may not effectively organize ideas to help communicate the message use a structure but it doesn t help create a unifi ed written product use sentences that do not follow a logical sequence and aren t connected When students are having diffi culty with writing their sentences may be simply constructed and their structure is repetitive sentences may be incomplete or not punctuated properly Struggling writers choose words that are general may not support purpose may not be effectively used (i.e., students may choose words that they don t understand or words that sound very unnatural or irrelevant) Students who struggle with voice in writing show little evidence of identity no emotion or connection to the reader or topic Students who are not yet meeting outcomes have writing errors that create a negative impact on expression and the development of ideas errors in simple sentence and word constructions 5

6 Reading Rubric This reading rubric is intended to be used in daily classroom practice by teachers and students. Reading activities could include, but are not limited to, a range of literature, print, and digital information. Mastery I can model for others. Skilled I can do it by myself in new situations. Competent I can do it by myself in familiar situations. Comprehension I easily navigate the text to understand what I m reading. I can use prior learning to know what a text is about. I navigate the text and I can make specifi c links to ideas in it. I fi nd my way through the text and I have a general understanding about what I m reading. Analysis I deconstruct a text to determine message and purpose. I show insight in my questions of the text. I deconstruct a text to determine message and purpose. I show thought in my questions of the text. I deconstruct a text to determine message and purpose. My questions are predictable. Personal Response I make sense of new information by making personal connections to the text and use these connections to defend my opinion. I infer the meaning of a text and question whether purpose is achieved. I can make suggestions to improve or extend meaning. I explain how the text impacts my thinking. I use mental images to help connect personally to the text. I describe how a text impacts my thinking in specifi c ways. I can make personal connections with the text. Critical Response I summarize the meaning of a text and explain how purpose is achieved. I describe a text s meaning and purpose. 6

7 Satisfactory Developing Beginning I can do it. I think I know what to do but I need help. I m unsure about what to do. Comprehension I fi nd my way through the text but I may have trouble understanding what I m reading. I have trouble fi nding my way through the text and I have trouble understanding what I m reading. I can t fi nd my way through a text. I m lost and don t understand what I m reading. Analysis I identify a message and purpose in a general way. My questions are vague. I identify a message of a text but I don t ask questions of a text to talk about its purpose. I can t identify a message of a text. Personal Response I recognize that a text impacts my thinking in general ways. I can make personal connections with the text. I identify the impact a text has on me but I can t make personal connections with the text. I can t describe how a text impacts my thinking. I can t make personal connections with the text. Critical Response I identify how text features achieve purpose. I recognize features of text but I m not sure how they achieve purpose. I can t identify features of text. 7

8 Reading Rubric Annotations The following annotations for the traits of reading are intended to guide teachers and students during conferences and mini-lessons about listening processes and strategies as well as responses to texts. 8

9 Comprehension During reading students are able to determine the main idea and supporting details in texts to ask questions and make predictions to help them understand what they are reading make comments such as, - This is about... - This part doesn't make sense... - I wonder if this means... Students who are struggling to understand what they are reading may avoid reading may be able to decode but can't retell or summarize the meaning of a text copy directly from texts but not understand what they have read misunderstand what they have read Analysis Personal Response Critical Response Students are able to analyze what they read by examining the parts of a text and text features discern implicit and explicit meaning ask a variety of questions of a text (literal, inferential or evaluative) make comments such as, - I notice the author used this technique/ word choice... - This would have been better if... - I think the author tried to tell me that... Students should make comments that indicate they are making text-to-self, text-to-text, or text-to-world connections. These may include comments such as, This reminds me of... Based on what I am reading,... Now that I have read this, I am beginning to think differently about... Students are able to connect features of text to meaning and author's purpose ask questions such as, - What am I reading? - How is the content being conveyed? - Is this information trustworthy? - What does the creator or author want to me know? Why? Students who are struggling to analyze texts may be able to summarize a literal meaning but can't extend this further not able to interpret evidence from the author to create meaning (e.g., features of text, word choice or visuals) Students who are struggling to make personal connections may say things like, I don't get it. I can't relate to this. This is stupid. These students are frustrated and will need to see explicit models of personal responses and will need support in articulating their ideas. Students may have a sense of what they're reading but they can't summarize or retell main ideas don't use clarifying questions to work through their thinking may rely on other students' responses to interpret meaning 9

10 Viewing Rubric This viewing rubric is intended to be used in daily classroom practice by teachers and students. Viewing activities could include print, video and other media texts. Mastery I can model for others. Skilled I can do it by myself in new situations. Competent I can do it by myself in familiar situations. Comprehension I easily navigate the text to understand what I m viewing. I can use prior learning to know what a text is about. I navigate the text and I can make specifi c links to ideas in it. I fi nd my way through the text and I have a general understanding about what I m viewing. Analysis I deconstruct a text to determine message and purpose. I show insight in my questions of the text. I deconstruct a text to determine message and purpose. I show thought in my questions of the text. I deconstruct a text to determine message and purpose. My questions are predictable. Personal Connection I make sense of new information by making personal connections to the text and use these connections to defend my opinion. I explain how the text impacts my thinking. I use mental images to help connect personally to the text. I describe how a text impacts my thinking in specifi c ways. I can make personal connections with the text. Critical Response I infer the meaning of a text and question whether purpose is achieved. I can make suggestions to improve or extend meaning. I summarize the meaning of a text and explain how purpose is achieved. I describe a text s meaning and purpose. Mechanics I describe a wide range of techniques used to create stylistic effect and communicate a message. I describe a variety of techniques that support ideas and communicate a message. I describe typical techniques that support ideas and communicate a message. 10

11 Satisfactory Developing Beginning I can do it. I think I know what to do but I need help. I m unsure about what to do. Comprehension I fi nd my way through the text but I may have trouble understanding what I m viewing. I have trouble fi nding my way through the text and I have trouble understanding what I m viewing. I can t fi nd my way through a text. I m lost and don t understand what I m viewing. Analysis I identify a message and purpose in a general way. My questions are vague. I identify a message of a text but I don t ask questions of a text to talk about its purpose. I can t identify a message of a text. Personal Connection I recognize that a text impacts my thinking in general ways. I can make personal connections with the text. I identify the impact a text has on me but I can t make personal connections with the text. I can t describe how a text impacts my thinking. I can t make personal connections with myself. Critical Response I identify how text features achieve purpose. I recognize features of text but I m not sure how they achieve purpose. I can t identify features of text. Mechanics I describe basic techniques that support ideas but I may have trouble identifying a message. I can identify basic techniques but I can t identify a message easily. I can t identify basic techniques and I can t identify a message. 11

12 Viewing Rubric Annotations The following annotations for the traits of viewing are intended to guide teachers and students during conferences and mini-lessons about viewing processes and strategies and responses to texts. Comprehension Analysis Personal Connection During viewing students are able to determine the main idea and supporting details in the text determine the relationship between features of text to ask questions to help them understand what they are viewing make comments such as, - This is about... - This slogan doesn't make sense... - I wonder if this means Students are able to analyze what they viewed by examining the features of text and how they are connected. discern implicit and explicit meaning ask a variety of questions of a text (literal, inferential or evaluative) make comments such as, - I notice the creator used this technique/word choice... - This would have been better if... - I think the creator tried to tell me that Students should make comments that indicate they are making text-to-self, text-totext, or text-to-world connections. These may include comments such as, This reminds me of... Based on what I am viewing,... Now that I have seen this, I am beginning to think differently about... Students who are struggling to understand what they are viewing may avoid responding may not be able to understand how the features of the text are connected interpret the text incorrectly Students who are struggling to analyze texts may be able to summarize a literal meaning but can't extend this further not be able to interpret evidence from the creator to determine meaning (e.g., use of space and colour, camera angle, sound effects) Students who are struggling to make personal connections may say things like, I don't get it. I can't relate to this. This is stupid. These students are frustrated and will need to see explicit models of personal responses and support in articulating their ideas. 12

13 Critical Response Mechanics Students are able to connect features of text to meaning and author's purpose ask questions such as, - What am I viewing? - How is the content being presented? - Is the information trustworthy? - What biases are evident? - What does the creator want me to know? Why? Students are able to describe features of the text such as camera angles font style sound or music colour(s) scale and placement body language Students may have a sense of what they're viewing but they can't describe the message don't use clarifying questions to work through their thinking may rely on other students' responses to interpret meaning Students are not able to distinguish among features of text. These students will need to have more exposure to a variety of features of text. 13

14 Listening Rubric This listening rubric is intended to be used in daily classroom practice by teachers and students. Listening activities could include live, electronic, and digital texts such as radio commercials, radio shows or plays, music, speeches, and multimedia (e.g., podcasts or webcasts). Not yet meeting outcomes Mastery Skilled Competent Developing I can model for others I can do it by myself in new situations. I can do it by myself in familiar situations. I think I know what to do but I need help. Personal Response I explain how what I hear impacts my thinking. I use mental images to help connect personally to what I hear. I describe how what I hear impacts my thinking. I can make personal connections with what I hear. I can make personal connections with what I hear. I can t make personal connections with what I hear. Critical Response I summarize the message of what I hear and explain how purpose is achieved. I use questions to clarify and extend my thinking. I describe the message and purpose of what I hear. I use questions to determine message and purpose. I identify the message and purpose of what I hear. I use questions to get more information. I can t identify the message or purpose of what I hear. I don t know what questions to ask. Behaviour I strategically choose and use behaviours to help me listen. I use appropriate listening strategies. I use appropriate listening strategies when prompted. I don t use appropriate listening strategies. 14

15 Listening Rubric Annotations The following annotations for the traits of listening are intended to guide teachers and students during conferences and mini-lessons about listening processes and strategies as well as responses to texts. Personal Response Critical Response Behaviour Students should make comments that indicate they are making text-to-self, text-to-text, or text-to-world connections. These may include comments such as, This reminds me of... Based on what I am hearing,... Now that I have heard this, I am beginning to think differently about... Students are able to connect features of text to meaning and creator's purpose ask questions such as, - What am I reading? - How is the content being conveyed? - Is this information trustworthy? - What does the creator or author want to me know? Why? Effective listeners will make notes/sketches to help them remember what they heard, clarify their thinking or concentrate while listening face the speaker use appropriate facial expressions and body language (non-verbal communication) tune out distractions to help them maintain concentration Students who are struggling to make personal connections will say things like, I don't get it. I can't relate to this. This is stupid. These students are frustrated and will need to see explicit models of personal responses and will need support in articulating their ideas. Students may have a sense of what they're hearing but they can't summarize or retell main ideas don't use clarifying questions to work through their thinking may rely on other students to interpret meaning Ineffective listeners may interrupt or disrupt during a listening activity do not use strategies to help them concentrate portray non-verbal behaviours that are not appropriate to the setting 15

16 Speaking Rubric This speaking rubric is intended to be used in daily practice by teachers and students. Speaking activities may include, but are not limited to, informal, impromptu, conversation, prepared speech, debate, Readers Theatre, dramatic presentation, or rant. Not yet meeting outcomes Mastery I can model for others. Satisfactory I can do it with help. Beginning I m unsure about what to do I communicate thoughtfully and creatively. I show insight when I speak. I communicate in predictable ways and my message is clear. I have trouble communicating my ideas. Ideas I connect with my audience through purposeful structure and appropriate content. I connect with my audience through predictable structure and appropriate content. I don t connect with my audience because my ideas aren t organized or appropriate. Language My words engage my audience and enhance my purpose. If I use unfamiliar words, I have made them my own. My words are appropriate to my audience and purpose. I attempt to use unfamiliar words. My words don t suit my audience or support my purpose. Physical Delivery I incorporate purposeful gestures and have a confi dent stance. I incorporate predictable gestures and have an open stance. I don t use appropriate body language. Voice I speak clearly with expression that engages my audience and enhances my purpose. My audience can easily hear me. I speak clearly with expression. My audience can hear me. I don t speak clearly. My audience has trouble hearing me. 16

17 Speaking Rubric Annotations The following annotations for the traits of speaking are intended to guide teachers and students during conferences and mini-lessons about viewing processes and strategies and responses to texts. Voice Physical Delivery Language Ideas Students are able to communicate with coherence using a clear and logical arrangement of ideas with supporting details reliable and accurate information Students are able to use words that create images for the audience demonstrate a wide vocabulary use words that illicit an intended response from the listener(s) uses words that show respect for the listener(s) Depending on the setting, students are able to portray confi dence and appear natural when speaking use appropriate body language, eye contact and other non-verbal communication to keep the listener(s) attention use props, technology, aids, tools, models, or objects to effectively enhance speaking Students are able to use appropriate vocal elements such as, volume, pitch and intonation rate, pace, fl uency and pauses (effective and ineffective) pronunciation, enunciation and emphasis tone (e.g., angry, sarcastic, enthusiastic, passionate or authoritative) Students are able to speak confi dently in a variety of settings. Students who struggle to articulate their ideas will use confusing arguments that are diffi cult to follow use ideas that are not connected or relevant to topic use unreliable or inaccurate information show disengagement with discussion or presentation Students who struggle with language do not understand how to use fi gurative language and imagery effectively have a limited vocabulary and use general words use words incorrectly and lack clarity use words that do not recognize the sensitivities of the listener(s) Students may appear stiff or fidgety and unnatural in their physical appearance appear to lack confi dence not make eye contact with the listener(s) not use props, technology, aids, tools, models or objects to enhance speaking not match their body language to the subject being discussed Students who struggle with voice may be diffi cult to understand during speaking because they speak too loudly or too softly speak too quickly or too slowly lack dynamic variation in their voice (e.g., emotion, emphasis, tone, intonation) Students lack confi dence which negatively affects their voice. 17

18 Representing Rubric This representing rubric is intended to be used in daily classroom practice by teachers and students. Representing activities could include print, video, media texts, or movement. Mastery Skilled Competent I can teach someone else. I can do it by myself in new situations. I can do it by myself. My representation is insightful and imaginative. My representation is thoughtful and creative. My representation is predictable and expected. Message My representation communicates a message in an original way. My representation communicates a message in an interesting way. My representation communicates a message in a focused and clear way. Audience & Purpose My representation is powerful for my audience and my purpose. My representation is appealing to my audience and achieves my purpose. My representation is appropriate for my audience and connects to my purpose. Process My representation is wellcrafted and fully developed. My representation shows thoughtful planning and development. My representation shows attention to planning and development. Elements of Design My elements of design choices are memorable, powerful and precise. They elevate my message. My elements of design choices are engaging. They enhance my message. My elements of design choices are focused and relate to my message. Mechanics My representation uses a wide range of techniques to create stylistic effect/meaning. My representation uses varied techniques to contribute to stylistic effect/meaning. My representation uses standard techniques to support ideas. 18

19 Satisfactory Developing Beginning I can do it with help. I think I know what to do but I need help. I m unsure about what to do. My representation is literal but progressing. My representation is incomplete and vague. My representation is confusing and undeveloped. Message My representation communicates a message in a general way. My representation doesn t communicate a message clearly. My representation doesn t communicate a message. Audience & Purpose My representation recognizes my audience and identifi es my purpose. My representation doesn t consider my audience; my purpose is not clear. My representation doesn t recognize an audience; my purpose is not noticeable. Process My representation shows simple planning. My representation doesn t show planning. I didn t make a plan for my representation. Elements of Design My elements of design choices are general but they identify my message. My elements of design choices don t match my message. My elements of design choices are random and my message is lost. Mechanics My representation has standard techniques but my meaning or purpose may be questionable. My representation doesn t have basic techniques and my meaning is hard to fi gure out. My representation doesn t have basic techniques and my meaning is lost. 19

20 Representing Rubric Annotations The following annotations for the traits of representing are intended to guide teachers and students during conferences and mini-lessons about processes of representing and representations. When students represent they will choose from a wide range of forms to achieve different purposes for different audiences. Message Audience & Purpose Process The student s message is clear. Students create with an audience in mind. Purpose is clear and relevant to the intended audience and message. Depending on the medium chosen, students will gather needed materials create drafts as needed organize ideas before creating a fi nal product use prior learning to direct the creation process The student s message is not clear. The student s ideas may not have been effectively organized to help communicate the message. The student s product lacks a discernible audience and purpose or the purpose is not relevant. Purpose is not supported by effective use of mechanics. Students who struggle with planning may publish a fi nal product that is actually ready for presentation not revise their product or incorporate feedback before presenting it include errors such as - using speech balloons that are too small for content - ineffective use of space during a dramatic presentation - basic audio miscues in a multimedia product 20

21 Elements of Design Mechanics Students will choose a form to express their ideas that supports and connects to their purpose. The organization will enhance the unity and coherence of the representation, such as, order of events and blocking of characters in a drama the beginning and ending of a video product or dance the entry/exit and navigation in a multimedia presentation or digital design Students will use medium-specific mechanics to effectively support purpose and message, such as, font size or style digital links camera angle Students may not be able to choose an effective form to express their ideas support purpose with features and components of the chosen form create unity in the product (i.e., the overall design is not unifi ed) Student s product will lack expected features and components of an assigned representing form, such as too much writing on a travel brochure no clear entry/exit and navigation cues in a PhotoStory soundtrack selections do not match intended mood or message using a sequence of directions out of order Students choices may appear to be random and do not support purpose and message. They may choose a colour based on preference, not on purpose use a font size or style that does not support mood or message (e.g., balloon letters on a visual that should convey fear) choose an ineffective camera angle (e.g., close up instead of wide angle) 21